Effect Of Cooperative Learning Research Articles

Effectiveness of Cooperative Learning on Math Anxiety, Academic Motivation and Academic Buoyancy in High school Students

Effectiveness of Cooperative Learning on Math Anxiety, Academic Motivation and Academic Buoyancy in High school Students

대학 교양 영문독해 수업을 위한 방안 연구

Objectives The purpose of this study is to investigate the effectiveness of cooperative learning in university English reading classes: how it affects students' learning motivation, class satisfaction, and academic achievement. Methods For the purpose, this study conducted an experimental study on a total of 70 college students for 10 weeks. Thirty-four of them took the English reading classes using cooperative learning as an experimental group. The other thirty-six took the English reading classes in a traditional way. For the study, data were collected from each group and their responses were analyzed through statistics. Results The experimental class showed that intrinsic motivation, class satisfaction, and academic achievement were statistically significant. As a result of analyzing each sub-factor of class satisfaction, among the four factors, the interest, suitability, and satisfaction showed significant differences. Also, in the experimental class, it had a statistically significant effect on academic achievement in the final exam. Conclusions These results show that cooperative learning in college English reading classes has a significant influence on learners' learning motivation, class satisfaction, and learning achievement. These findings can help improve teachers' teaching styles by applying cooperative learning effectively in English learning.

The Effect of Language Content-Based Cooperative Learning Against Public Speaking Skills

This study aims to determine the significance of the effect of cooperative learning on the development of students' speaking skills in public. The population in this study was 100 people and a sample of 10 students as the control class and 10 students as the experimental class. The research instrument is a questionnaire in the form of questions with reference to indicators 1) speaking fluency; 2) accuracy of word choice; 3) sentence structure; 4) intonation of reading sentences and 5) speaking expressions. Data analysis concluded that: (1). The cooperative learning process was carried out well with a 50% presentation in the high category. (2). The tendency of students' speaking ability has a good development tendency with a presentation of 30% in the sufficient category. (3). There is a positive and significant effect of cooperative learning on the development of students' public speaking skills with a connectedness coefficient of 95.6%.

Improving Students’ Participation and Performance in Building Quantities through Think-Pair-Share Cooperative Learning

The Think-Pair-Share (TPS) cooperative learning is associated with high student participation and performance in various subjects. However, research focusing on this direction in Vocational and Technical Education (VTE) is not widespread. This mixed method with an action research approach investigated the effectiveness of TPS cooperative learning in improving student participation and performance in building quantities. It also explored the perceptions of students about TPS cooperative learning intervention. Convenience sampling was used to select 24 students from one of the VTE institutions in Brunei Darussalam. Data were collected through a pre-test, a post-test, interviews, and observations; and analyzed with a paired sample-test, frequency and percentage counts, and thematic analysis. The results showed that TPS cooperative learning improved student performance and participation. It encouraged creativity, collaboration, active learning, and motivation, which are conduits to high performance and participation. Although the implementation of TPS cooperative learning comes with some challenges, it can be an effective tool to improve student performance and participation in VTE. Its key features, such as teamwork, critical thinking, and problem-solving skills, may contribute to nurturing the soft skills needed in VTE. Also given are the recommendations for the effective implementation of TPS cooperative learning in VTE.

THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS’ ACHIEVEMENT, METACOGNITION AND MOTIVATION

Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students’ achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students’ physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach's Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students’ physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. Keywords: cooperative learning, metacognitive awareness, parallel group design, physics education

A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School.

Mental health is a significant concern among young people, particularly during the COVID-19 pandemic. Notably, mental health problems can significantly reduce student performance in school, including both engagement and achievement. Both mental health problems and reduced student performance often arise due to peer victimization, which can include teasing, racial- or gender-based discrimination, and/or physical assault. Stress has been proposed as one mechanism through which victimization influences mental health, and stress can also interfere with academic performance at school, including engagement and achievement. To date, however, no research has evaluated longitudinal associations between victimization and stress, and how these longitudinal patterns may impact adolescent behavior and mental health. In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that includes (1) longitudinal reciprocal effects between victimization and stress, and (2) the effects of both victimization and stress on student mental health and academic engagement. We hypothesized that victimization and stress would have significant reciprocal effects, and that both would predict greater mental health problems and lower academic engagement. We further hypothesized that cooperative learning would have significant effects on all constructs. We found partial support for this model, whereby stress predicted greater victimization, but victimization did not predict increased stress. While both factors were linked to student outcomes, stress was a more powerful predictor. We also found significant salutary effects of cooperative learning on all constructs. The implications of these results for student behavioral and mental health are discussed.

Pengaruh Model Cooperatif Learning Tipe Jigsaw Terhadap Hasil Belajar Akidah Akhlak Siswa Kelas VII MTs Al-Khoiriyah Tapos Depok

In an effort to improve the quality of education, it is also necessary to have an update in the field of education. One of the efforts to improve the quality of learning is by updating relevance or teaching and learning model approaches. It is said to be good and relevant if a teaching model during the learning process has succeeded in delivering it to achieve an educational goal. The purpose of this study was to determine the effect of cooperative learning or jigsaw type cooperative learning on the learning achievement of seventh grade students at MTs Al-Khoiriyah Tapos, Depok City. The method used in this study, entitled "The Influence of Cooperative Learning Models on Learning Outcomes of Moral Aqidah Students of Class VII MTs Al-Khoiriyah Tapos Depok" is a quantitative approach, the design that will be used in this study is pre-experimental (non-desings) where in This design is not yet a real experiment because there is an influence on the formation of the dependent variable originating from the participating external variables). From the results of hypothesis testing from the pretest and posttest, it shows that there are significant differences in learning outcomes of aqidah morals on reprehensible morals, riya and nifaq, which are significant between students who use the jigsaw type of cooperative learning model and students who use conventional learning. This can also be seen from the average results of students using the jigsaw type cooperative learning model, which is higher at 69.84 compared to students using conventional learning or before the implementation of learning with the jigsaw type cooperative learning model which is lower at 42.19. Based on the results that have been obtained, it can be seen that this jigsaw cooperative learning model has an effect on the learning outcomes of class VII students in the lessons of creed, morals, reprehensible morals, riya and nifaq.
 Keywords: Cooperative Learning Tipe Jigsaw, Learning Ooutcomes

Teaching cooperative learning through cooperative learning environment: a qualitative follow-up of an experimental study

ABSTRACT The purpose of this study was to examine the effects of cooperative learning (CL) on the academic achievement of student teachers. A mixed-methods sequential explanatory design was implemented in which quantitative data were collected first, followed by qualitative data to clarify the results of the experimental study. Achievement test, interviews, and classroom observations were used for data collection. The results showed that there was a significant difference between the achievement of students in the experimental and control groups in favour of students in the experimental group (p < 0.01). Follow-up interviews and classroom observations indicated that CL creates a suitable learning environment for students, and it strengthens their life skills. Implementing CL in a university classroom provided opportunities for student teachers to learn how to apply CL in their school classrooms. This study was used to firstly, provide insights into student teachers’ perceptions of their CL experiences and secondly, to help explain these experiences in more depth.

Reciprocated Friendship as a Mediator of the Effects of Cooperative Learning on Peer Victimization in Middle School

ABSTRACT Peer victimization represents a pervasive problem, particularly for students in middle school. Although curriculum-based prevention programs have generated small to moderate effects on victimization, these effects tend to weaken beginning with the transition to middle school. In this study, we evaluated cooperative learning (CL) as a mechanism to prevent victimization, and evaluated reciprocated friendships as a mediator of these effects. Using four waves of data from a cluster randomized trial of CL (7 intervention and 8 control middle schools; N = 1,890 students, 47.1% female, 75.2% White), we found that CL significantly reduced victimization after two years, and these effects were mediated by growth in the ratio of reciprocated friendship in the first year. We conclude that CL can reduce victimization by providing a means for students to engage in extended social interactions with a wider range of peers and thus creating opportunities for students to forge stronger (i.e., reciprocated) friendships.

A meta-analysis study on the effectiveness of a cooperative learning model on vocational high school students’ mathematics learning outcomes

Cooperative learning takes place when students work together in small groups to help each other comprehend a subject. This meta-analysis aims to determine the impact of cooperative learning on vocational high school students’ mathematics learning results compared to those that pertain to conventional learning. Data from 22 research studies, including the sample size, standard deviation, and mean for both the experimental and control groups and other information, were collected using descriptive analysis. The data analysis technique used meta-analysis on forest plots, with analytical techniques including heterogeneity testing, effect size calculation, summary effect calculation using a random-effects model, and identification of publication bias. The results showed that the effectiveness of cooperative learning was 0.89, which gave a medium effect on the mathematics learning outcomes of vocational high school students. The cooperative learning model also provides a measure of higher effectiveness in grade 11 than grade 10 and learning at a sample size of 1-30 students compared to more than 30 students. The effectiveness of cooperative learning on mathematics learning outcomes in the medium effect category, on the other hand, is dependent on grade level variables and sample size. This meta-analysis research provides information to teachers in Indonesia to implement cooperative learning based on the level and number of students in the class to improve the mathematics learning outcomes of vocational high school students.

Effectiveness of Cooperative Learning by Jigsaw Method in Understanding Biochemistry for First Year MBBS StudentsA Randomised Interventional Study

Effectiveness of Cooperative Learning by Jigsaw Method in Understanding Biochemistry for First Year MBBS StudentsA Randomised Interventional Study

Jigsaw Type Cooperative Learning On Student Learning Outcomes In Algae Classification Practicum

Background: The purpose of this study was to obtain information about the effect of jigsaw cooperative learning on students' concept mastery in algae classification practicum. Methods: Quasi experiment with a non-randomized control group pretest-posttest research design with a control class using conventional learning. The research instruments include concept mastery test, questionnaire, and teacher interview. Data analysis was carried out using the Wilcoxon test, and the questionnaire was analyzed by calculating the percentage. Results: The results of the data gain analysis showed that there was a significant effect of the Jigsaw cooperative learning model on students' mastery of concepts. The results of the student questionnaire showed that the implementation of the Jigsaw cooperative learning model received a positive response from the teacher and students. Keywords : Cooperative Learning; Jigsaw; Concept Mastery; Algae Classification

The Effectiveness of Cooperative Learning of Assisted Media Integrated Reading and Composition Cergam on Skills Reading Understanding

This study aims to determine the effectiveness of the cooperative integrated reading and composition learning model assisted by CERGAM media on the reading comprehension skills of grade II students in Gunungpring Village, Muntilan District. This research is an experimental research with a design (One Group Pretest-Posttest). The samples taken for this study were 15 second grade students in Gunungpring Village, Muntilan. The sampling technique used is a saturated sample. The method of data collection was done by using a test in the form of a multiple choice test. Test the validity to measure the questions pretest and posttest using Product Moment, reliability using Cronbach's Alpha. The data analysis technique in this study used the normality test using the Shapiro-Wilk and the hypothesis using the Wilcoxon test with the help of the IBM SPSS version 25.00 program for windows. The results showed that cooperative integrated reading and composition learning assisted by CERGAM media had a positive effect on the second grade students' reading comprehension skills. This is evidenced by the results of the hypothesis test of data analysis on pretest and posttest questions related to fable material using the Wilcoxon Test with results showing that the Z value obtained is -3.413b with Asymp Sig. 2 tails of 0.001. The results of this study can be concluded that the use of a cooperative integrated reading and composition model assisted by comic media has a positive effect on reading comprehension skills.

Pengaruh Model Pembelajaran Kooperatif Berbasis ASSURE Terhadap Hasil Belajar Matematika Siswa

This is experimental research. This research aims to examine the effect of cooperative learning based on ASSURE model on mathematic learning outcomes in class XI of MAN 2 Mataram. The population is entire students in class XI MAN 2 Mataram with XI Science-5 as experiment class and XI Science-4 as control class which is decided by cluster random sampling. The experiment class was divided into learning teams based on their learning style. The hypothesis test uses a separated variance t-test. Based on the hypothesis test we got that (1) There is a difference in the average of student’s learning outcomes that cooperative learning based on ASSURE model gets a higher score than direct method learning, and (2) cooperative learning model based on ASSURE takes significant effect on learning outcome that class with this model get higher gain-score category than direct method learning.

Effects of Online Cooperative Learning on Students' Problem-Solving Ability and Learning Satisfaction.

As technology changes, it is becoming more common in education for students to acquire knowledge from sources other than just their teachers. In the face of a diverse student background, teachers have to make adjustments in their instruction so that students do not simply listen. Student-based educational philosophy aims to combine instructional methods with cooperative learning to allow students to change from passive learning to active knowledge construction, reinduce students’ learning motivation and passion, and enhance students’ self-learning effectiveness. Focusing on college students in Fujian Province as the research sample, 360 copies of a questionnaire were distributed for this study. After deducting invalid and incomplete ones, 298 copies remained, with a retrieval rate 83%. The research results showed significantly positive correlations between online cooperative learning and problem-solving ability, problem-solving ability and learning satisfaction, and online cooperative learning and learning satisfaction. According to the results, it is expected, in the digital era, to integrate information technology into the teaching environment and focus on learning objectives to create teaching software with a user-friendly interface, simple operation, learning process recording, and an interactive learning community in the teaching-learning process to develop the characteristics and effectiveness of digital teaching and learning.

Improving students’ cognitive process in biology using concept mapping and cooperative mastery learning strategies

&lt;span lang="EN-US"&gt;Students’ performance in biology in Rwanda National Examinations has been reported to be unsatisfactory. This demands teachers to shift to methods that enable students to acquire meaningful learning. In an attempt to cope with this situation, the effects of concept mapping (CM) and cooperative mastery learning (CML) on the cognitive process in biology among lower secondary school students in Nyamagabe district, Rwanda was investigated. A quasi-experimental non-equivalent pre-test, post-test control group design was applied to a sample of 449 senior secondary school two (SS2) students (224 males and 225 females) drawn from seven co-educational secondary schools purposively selected from 46 schools. The students were in CM (n=151), CML (n=144) and conventional teaching method (CTM) (n=154) groups. The biology Achievement Test with a reliability of 0.82 obtained from the Kuder Richardson (KR-21) formula was used to collect data. Analysis of Covariance and Bonferroni test were applied for data analysis. Findings revealed that CM and CML groups scored better in all cognitive domains tested than the CTM group. A statistically significant difference between CM and CML was observed in favor of the CM. Based on the findings, it was concluded that the CM and CML are capable of improving secondary school students’ mastery of the content taught at all levels of cognition. Therefore, learning with CM and CML could be a viable option for teachers for addressing attainment issues in biology.&lt;/span&gt;

Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers To Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence

The aim of this study was to investigate the effect of cooperative learning on the digital literacy self-efficacy, technopedagogical education competence, and 21st-century skills competence perceptions of prospective teachers based on the flipped classroom model. The research used an experimental pattern with pretest-posttest and a control group, which is one of the semi-experimental models. The participants were 68 prospective science teachers studying at the 2nd and 3rd grades at a public university in the 2019–2020 academic year. Three scales were used to develop the data collection tool for the study: a Digital Literacy Self-Efficacy Scale; a Technopedagogical Education Competence Scale, and a 21st-Century Skills Competence Perception Scale. The results showed that a cooperative learning model and a flipped classroom model were both significantly effective in developing the pre-service teachers’ skills. However, this study showed that cooperative learning used in conjunction with the flipped classroom model was more effective than the cooperative learning model used alone. It is recommended that technology-based student-centered models be used in teacher training programs.

COOPERATIVE LEARNING IN PHYSICAL EDUCATION INCREASES SELF-ESTEEM IN FOURTH GRADERS

Accepting heterogeneity as an opportunity for social and knowledge learning and not just perceiving it as a burden is a major task for current school systems and consequently also for teachers. One possibility of successfully dealing with heterogeneity is cooperative learning. Due to its prosocial characteristics, physical education (PE) is particularly suitable for the use of cooperative forms of learning and teaching. Cooperative learning is able to fulfill the double task of PE by promoting the development of personality and enabling the development of current movement and sports culture. However, there are still only a few studies examining the positive effects of cooperative learning in PE classes on personality development and the psychosocial health of school children. The aim of the present study was to examine the effect of cooperative learning in PE classes on the self-esteem of fourth-graders in comparison to traditional forms of learning. A total of 127 girls and boys took part in the study (66 intervention group, 61 control group, 60% male). The mean age of the total sample at the beginning of the study was 10.2 ± 1.4 years. The intervention group received PE according to the curriculum, which was carried out through cooperative forms of learning, e.g. cooperative games. The control group received no cooperative learning intervention. There were no group differences with regard to age, sex or number of participants at the beginning of the study. Statistical analysis revealed significant time-by-group differences resulting in self-reported general athleticism (p&amp;lt;.001), attractiveness (p=.015), agility (p=.014), strength (p&amp;lt;.001), coordination (p&amp;lt;.001) and overall self-esteem (p&amp;lt;.001) with a significantly greater improvement within the intervention group. Overall, this research was able to show the positive effects of cooperative learning in PE lessons on the self-esteem of fourth-graders. Cooperative learning in PE requires appropriate qualification offers for future teachers in order to expand their repertoire of methods for this learning structure. The new understanding of teaching aims to help students actively experience their own knowledge and skills during cooperation with classmates.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The Effect of Cooperative Learning on School Connection and Academic Engagement among Students

The Effect of Cooperative Learning on School Connection and Academic Engagement among Students

EFFECT OF COOPERATIVE LEARNING ON PRIMARY SCHOOL PUPILS’ READING ACHIEVEMENT IN AWKA METROPOLIS

This study investigated the effect of cooperative learning on reading achievement of primary school pupils in Awka Metropolis in Awka South Local Government Area. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental design specifically the pre-test, post-test control group design. The population comprised of 3,419 primary five pupils in Awka metropolis and 65 pupils selected from schools that use Macmillan English who participated in the study formed the sample for the study. Reading Achievement Test (RAT) with a reliability coefficient of 0.89 determined using Kuder-Richardson Formula 20 was used to collect data for the study. Pupils in the experimental group were taught reading using reciprocal peer tutoring, a type of cooperative learning considered in the study while those in the control group were taught reading using conventional method. Data collected were analyzed using mean scores for research questions and Analysis of Covariance (ANCOVA) for testing the hypotheses at 0.05 level of significance. Major findings revealed that pupils taught reading with Reciprocal Peer Tutoring (RPT) performed significantly better than those taught with conventional method did. There was no significant difference in the performance of male and female pupils taught reading with RPT. Based on the findings, it was recommended that teachers training colleges and universities should incorporate reciprocal peer tutoring in their curriculum so that prospective teachers will be acquainted with the basic skills for designing RPT instructional materials for use in their respective classrooms. Teachers should be well equipped and integrated with RPT for an effective teaching, mastery and its application in the teaching and learning processes.